Intentional Planning for Social-Emotional Learning A Study of Applied Restorative Practices in the High School Setting

This action research explores intentional planning for social-emotional learning through applied restorative practices at the Reading High School. The Reading High School has a total enrollment of 4,836 students split between one large high school referred to as the “Castle on the Hill” and three much smaller satellite campuses. This study of applied proactive restorative approaches through the teaching of circle lessons in primarily ninth grade science classrooms targeted three questions. How do intentional restorative practices in classrooms affect student attendance? How do restorative practices and proactive “circles” impact classroom behavior? What is the correlation between restorative practices and a supportive learning environment?
This mixed methods study includes both quantitative and qualitative data collected over a ten-week period through tracking forms, surveys, and interviews. The triangulated data of the study reveal that attendance has improved, although it was somewhat inconsistent, and the social-emotional climate in classrooms did improve as evidenced by survey metrics and reported student perceptions from the five participants in the study. Additionally, it is noted that behavior concerns may require interventions that are targeted, such as proactive restorative circles.
The use of restorative approaches in the high school setting, such as proactive circles, is validated by the findings in this research. There is a need for tailored support to expand and sustain intentional restorative practice implementation across all classrooms. Formal training coupled with refresher training in restorative practices for teachers and staff would provide a stronger foundation for increased use of restorative practices in classrooms.